History Curriculum

Illustration of historic items

History Aims

Churchfields Junior School’s History Aims are derived from the aims of the National Curriculum for History and every history lesson taught at the school is mapped onto one of these key aims, to ensure that every aspect of this fascinating subject is given appropriate attention through every pupils’ journey through history from the beginning of year 3 to the end of year 6.

History Questions

Ask historically valid questions, use sources, weigh evidence and appraise arguments.

History Chronological Narratives

Establish coherent and chronological narratives of UK and other civilisations’ histories.

History Concepts

Use abstract historical terms and concepts.

History Connections

Explain historical connections, contrasts and trends.

History Organise

Organise historical information and apply historical knowledge.

Substantive Knowledge

Historical enquiry at Churchfields Junior School is underpinned by strong substantive knowledge of chronology, events and individuals. This knowledge is cultivated using high-quality information texts containing a range of sources for pupils to explore during direct instruction, discussion and quizzing, and guided and independent practise.

 

Substantive knowledge is practised and reinforced through weekly (lesson starter quiz), termly (Test Your Skills) and yearly review (revision) and study of a variety of civilisations in chronological order builds pupils’ sense of timelines which overlap, intersect and run concurrently.​

 

As they move through the school, pupils also build increasingly sophisticated schema around explicitly taught Historical Concepts such as civilisation and monarchy, with definitions adapted to provide greater challenge and deeper understanding in each subsequent year group.

Disciplinary Knowledge

Pupils’ knowledge of how historians undertake historical enquiries is developed through History Skills embedded in lesson learning objectives and independent practise tasks, which challenge children to utilise their substantive knowledge to make comparisons and historical judgements about continuity and change, cause and consequence and similarity and difference.

History Skills

history cause consequence

Cause and Consequence

history continuity change

Continuity and Change

history historical interpretation

Historical Interpretation

history historical significance

Historical Significance

history similarity difference

Similarity and Difference

history sources evidence

Sources and Evidence

Year 3

Week 1

Outcome

  • To place the Stone, Bronze and Iron ages in Britain on a timeline

 

Vocabulary

  • past, present, timeline, chronological, period

 

Revision

  • Introduce concepts of A.D./C.E. and B.C./B.C.E.

 

Historical aim from the National Curriculum

  • 2. Establish coherent and chronological narratives of UK and other civilisations’ histories

 

Historical substantive concept

  • Invasion: people arriving in Britain in the Stone to Iron Ages were not invaders

 

Historical skill – disciplinary/second order concept

  • Historical interpretation

Week 2

Outcome

  • To explain what prehistory is and how we know about it

 

Vocabulary

  • prehistory, source, evidence, archaeology, archaeologist

 

Revision

  • Recap concepts of A.D./C.E. and B.C./B.C.E.

 

Historical aim from the National Curriculum

  • 3. Use abstract historical terms and concepts

 

Historical substantive concept

  • Civilisation: Stone, Bronze and Iron age groups of people in Britain were not civilisations

 

Historical skill – disciplinary/second order concept

  • Sources & evidence

Week 3

Outcome

  • To discuss the sources that provide information about the Stone Age

 

Vocabulary

  • primary, secondary, source, evidence, artefact

 

Revision

  • To identify primary and secondary sources

 

Historical aim from the National Curriculum

  • 1. Ask historically valid questions, use sources, weigh evidence and appraise arguments

 

Historical substantive concept

  • Civilisation: Groups of people leave evidence behind them

 

Historical skill – disciplinary/second order concept

  • Sources & evidence

Week 4

Outcome

  • To explain what a hunter-gatherer is

 

Vocabulary

  • Palaeolithic, Mesolithic, tribe, nomadic, shelter

 

Revision

  • To recall when the Palaeolithic period was

 

Historical aim from the National Curriculum

  • 5. Organise historical information and apply historical knowledge

 

Historical substantive concept

  • Monarchy: Tribes did not have one clear leader

 

Historical skill – disciplinary/second order concept

  • Sources & evidence

Week 5

Outcome

  • To describe how Cheddar man might have lived

 

Vocabulary

  • Mesolithic, diet, cave, settle

 

Revision

  • To recall when the Mesolithic period was

 

Historical aim from the National Curriculum

  • 3. Use abstract historical terms and concepts

 

Historical substantive concept

  • Peasantry: Introduce definition – Cheddar man couldn’t have been a peasant

 

Historical skill – disciplinary/second order concept

Week 6

Outcome

  • To illustrate the significance of Skara Brae

 

Vocabulary

  • settlement, Neolithic, hearth, preserved, whalebone, expose

 

Revision

  • To recall when the Neolithic period was

 

Historical aim from the National Curriculum

  • 1. Ask historically valid questions, use sources, weigh evidence and appraise arguments

 

Historical substantive concept

  • Civilisation: Elements of civilized society began to develop in the Neolithic, Bronze and Iron Ages

 

Historical skill – disciplinary/second order concept

Week 7

Outcome

  • To describe how life changed when humans began to farm

 

Vocabulary

  • climate change, agriculture, fertile, Neolithic

 

Revision

  • Recall what is meant by the term ‘hunter-gatherer’

 

Historical aim from the National Curriculum

  • 2. Establish coherent and chronological narratives of UK and other civilisations’ histories

 

Historical substantive concept

  • Civilisation: Natural events impact human development

 

Historical skill – disciplinary/second order concept

  • Change and continuity

Week 1

Outcome

  • To assess the significance of Stonehenge

 

Vocabulary

  • monument, religion, burial, calendar, healing

 

Revision

  • To recognise the Cenotaph as a monument and recall its purpose. WW1 revision (KS1) & link to Remembrance.

 

Historical aim from the National Curriculum

  • Explain historical connections, contrasts and trends

 

Historical substantive concept

  • Civilisation: Organised groups generate great achievements

 

Historical skill – disciplinary/second order concept

  • Historical significance

Week 2

Outcome

  • To write a History essay: Were Stone Age humans ‘simply’ hunter gatherers?

Focus on changes from Palaeolithic to Neolithic period, showing why it is not ‘simple’, nor that the people were ‘simple’

 

Vocabulary

  • cave, art, Palaeolithic, Mesolithic, tribe, nomadic, shelter

 

Revision

  • To explain what a hunter-gatherer is

 

Historical aim from the National Curriculum

  • 4. Explain historical connections, contrasts and trends

 

Historical skill – disciplinary/second order concept

  • Historical interpretation

Week 3

Outcome

  • To write a History essay: Were Stone Age humans ‘simply’ hunter gatherers?

Focus on changes from Palaeolithic to Neolithic period, showing why it is not ‘simple’, nor that the people were ‘simple’

 

Vocabulary

  • cave, art, Palaeolithic, Mesolithic, tribe, nomadic, shelter

 

Revision

  • To locate the Palaeolithic, Mesolithic and Neolithic periods on a timeline

 

Historical aim from the National Curriculum

  • 4. Explain historical connections, contrasts and trends

 

Historical skill – disciplinary/second order concept

  • Historical interpretation

Week 4

Outcome

  • To write a History essay: Were Stone Age humans ‘simply’ hunter gatherers?

Focus on changes from Palaeolithic to Neolithic period, showing why it is not ‘simple’, nor that the people were ‘simple’

 

Vocabulary

  • cave, art, Palaeolithic, Mesolithic, tribe, nomadic, shelter

 

Revision

  • To discuss the sources that provide information about the Stone Age

 

Historical aim from the National Curriculum

  • 4. Explain historical connections, contrasts and trends

 

Historical skill – disciplinary/second order concept

  • Historical interpretation

Week 5

Outcome

  • Test Your Skills: Stone Age

 

Revision

  • To address misconceptions

 

Historical skill – disciplinary/second order concept

  • Change and continuity

Week 6

Outcome

  • To recognise why bronze replaced stone and the changes it brought to society

 

Vocabulary

  • alloy, durable, sharper, plough, weapons, utensils, jewellery

 

Revision

  • To place the Bronze Age in Britain on a timeline

 

Historical aim from the National Curriculum

  • 4. Explain historical connections, contrasts and trends

 

Historical substantive concept

  • Civilisation: Farming allowed permanent settlements to develop

 

Historical skill – disciplinary/second order concept

  • Cause and consequence

Week 7

Outcome

  • To justify whether there were ‘Beaker People’ or only  ‘Beaker Culture’

 

Vocabulary

  • invention, migration, mine, casting, culture

 

Revision

  • To describe the difference between a primary source and a secondary source

 

Historical aim from the National Curriculum

  • To describe the difference between a primary source and a secondary source

 

Historical substantive concept

  • Invasion: Beaker culture may have been gradually adopted by people already living in Britain, rather than Britain filling with ‘Beaker people’ (though there was migration too)

 

Historical skill – disciplinary/second order concept

  • Historical interpretation

Week 1

Outcome

  • To investigate why the smelting of iron was an important development

 

Vocabulary

  • agriculture, invention, smelting, sickle, plough

 

Revision

  • KS1 – WW1 technology using metals e.g. barbed wire, shells, bullets, tanks

 

Historical aim from the National Curriculum

  • 5. Organise historical information and apply historical knowledge

 

Historical substantive concept

  • Civilisation: Stone, Bronze and Iron age people in Britain exploited the landscape for resources

 

Historical skill – disciplinary/second order concept

  • Civilisation: Stone, Bronze and Iron age people in Britain exploited the landscape for resources

Week 2

Outcome

  • To establish change and continuity in homes from the Palaeolithic to Iron Age

 

Vocabulary

  • hearth, wattle, daub, thatch, clan

 

Revision

  • KS1 – 1666 Great Fire of London, started in Pudding Lane, spread in densely housed area, wood and thatch materials, diarised by Samuel Pepys

 

Historical aim from the National Curriculum

  • 4. Explain historical connections, contrasts and trends

 

Historical substantive concept

  • Peasantry: Larger settlements led to richer and poorer people

 

Historical skill – disciplinary/second order concept

  • Change and continuity

Week 3

Outcome

  • To compare interpretations of why hill forts were built

 

Vocabulary

  • goods, surplus, barter, exchange, production, raw materials

 

Revision

  • To recall the possible purposes of Stonehenge

 

Historical aim from the National Curriculum

  • 3. Use abstract historical terms and concepts

 

Historical substantive concept

  • Parliament: Trade began to connect distant lands with each other

 

Historical skill – disciplinary/second order concept

  • Historical significance

Week 4

Outcome

  • To explain who the Celts were

 

Vocabulary

  • tribes, culture, society, religion, reliable

 

Revision

  • To recall when humans first arrived in Britain

 

Historical aim from the National Curriculum

  • Establish coherent and chronological narratives of UK and other civilisations’ histories

 

Historical substantive concept

  • Empire: Though Celts inhabited many lands, they consisted of many distinct tribes

 

Historical skill – disciplinary/second order concept

  • Historical interpretation

Week 5

Outcome

  • To evaluate the strength and wealth of Britain when Roman invasions began

 

Vocabulary

 

Revision

  • To recall the different objects made by Beaker people

 

Historical aim from the National Curriculum

  • 4. Explain historical connections, contrasts and trends

 

Historical substantive concept

  • Invasion: The Roman Empire used its power and wealth to conquer much of the British Isles, ending the Iron Age (though iron continued to be the important material)

 

Historical skill – disciplinary/second order concept

  • Cause and consequence

Week 6

Outcome

  • To assess knowledge and understanding of the Bronze and Iron Ages

 

Revision

  • To review misconceptions from the assessment

Week 1

Outcome

  • To state key knowledge about Ancient Egypt
  • Knowledge organiser

 

Vocabulary

 

Revision

  • Locate Stone to Bronze age on a timeline

 

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 2

Outcome

  • To locate Egypt on a map and illustrate the importance of the Nile

 

Vocabulary

 

Revision

  • To sketch the growing importance of Trade within the Iron Age

 

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 3

Outcome

  • To examine what life was like In Ancient Egypt, from the Pharaoh to the slaves

 

Vocabulary

 

Revision

  • To compare how people lived from the Stone Age to the Iron Age with today

 

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 4

Outcome

  • To interpret hieroglyphics and recognize the significance of the Rosetta Stone

 

Vocabulary

 

Revision

  • To illustrate the significance of Skara Brae

 

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 5

Outcome

  • To discuss religion in Ancient Egypt and name the main gods and goddesses

 

Vocabulary

 

Revision

  • To dramatize the mysteries of Stonehenge

 

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 6

Outcome

  • To describe the process mummification

 

Vocabulary

 

Revision

  • To debate why the smelting of iron was an important human development

 

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 1

Outcome

  • To examine the discovery of Tutankhamun’s tomb

 

Vocabulary

 

Revision

  • To illustrate the significance of Skara Brae

 

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 2

Outcome

  • To assess my knowledge and understanding of the Ancient Egyptians

 

Vocabulary

 

Revision

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 3

Outcome

  • To explain why the pyramids were built

 

Vocabulary

 

Revision

  • To explain why Stonehenge was built

 

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 4

Outcome

 

Vocabulary

 

Revision

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 5

Outcome

  • Trip write up

 

Vocabulary

 

Revision

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 6

Outcome

  • To create a diagram of the hierarchical ruling system of the Ancient Egyptians

 

Vocabulary

 

Revision

  • To discuss who Gandhi was

 

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 1

Outcome

  • To inspect the Ancient Egyptian military

 

Vocabulary

 

Revision

  • To compare technology in WW1 with today

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 2

Outcome

  • To compare Ancient with Modern Egypt

 

Vocabulary

 

Revision

  • Compare the Stone Age to the Iron Age

 

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 3

Outcome

  • To appraise why Ancient Egypt ended

 

Vocabulary

 

Revision

  • To explain why the Bronze Age ended

 

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 4

Outcome

  • To assess understanding and knowledge of Ancient Egypt

 

Vocabulary

 

Revision

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 5

Outcome

  • Essay: What is the impact of Ancient Egyptians on life today?

 

Vocabulary

 

Revision

  • To argue the impact of boat technology on human development

 

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 6

Outcome

  • Essay: What is the impact of Ancient Egyptians on life today?

 

Vocabulary

 

Revision

  • To argue the impact of farming on human development

 

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

 

Stone, Bronze and Iron Ages

In order to ensure the development of a chronologically secure knowledge, Year 3 starts with an investigation into the Stone, Bronze and Iron Ages.

 

A combination of overview and depth studies combines to help pupils understand both the long arc of development and the complexity of specific aspects of the content.

 

With this in mind, each topic in each year group is started with an overarching timeline that draws on their knowledge of when other topics happened (for Year 3 it draws upon their understanding of ‘time’ they worked on in KS1), as well as getting them to realise that history isn’t just one thing after another, but rather a much more complicated series of overlapping and connected narratives.

In depth studies within the topic were chosen from a consideration of what I thought were best suited to allowing children to naturally find and develop their own understanding of patterns. For example the Stone Age to the Iron Age learning objectives cover the themes of challenges of their time, history of the UK, ancient civilisations, technology, houses and home and impact on a modern society. Vocabulary it will utilize and cement includes: society, ruler, tribe, defeat, exploration, civilisation, community, source, archaeologist, navigation.

 

Year 3 also get a chance to explore the following themes through the lens of the Ancient Egyptians: inspire curiosity, world influences, empires, non-European civilisations, military, and technology, impact on modern society and so on.

Historical Concepts

history parliament

Parliament

Checks the work of Government, makes laws, and debates big issues of the day.

history peasantry

Peasantry

Any slaves, servants or workers on farm land who own nothing or little of their own.

history civilisation

Civilisation

Organised grouping of people who share enough ideas and ways of living to live together peacefully.

history empire

Empire

Many people in separate or different places controlled by the government or ruler of only one of those places.

history invasion sword

Invasion

A group using violence to take control of the land or lives of another group.

history monarchy

Monarchy

Having a King or Queen as the Head of State.

Textbooks

 

Stone Age, Iron Age and Bronze Age (September—February)

 

Ancient Egypt (March—July)

Year 4

Week 1

Outcome

  • To place Ancient Greece on a timeline and summarise its origins to the classical period

 

Vocabulary

  • Mediterranean, Mycenaeans, culture, achievements, discovery

 

Revision

  • Recap concepts of A.D./C.E. and B.C./B.C.E. and locate the Stone, Iron and Bronze ages on a timeline

 

Historical aim from the National Curriculum

  • Establish coherent and chronological narratives of UK and other civilisations’ histories

 

Historical substantive concept

  • civilisation

 

Historical skill – disciplinary/second order concept

  • Historical significance

Week 2

Outcome

  • To express the role of Gods in Ancient Greek culture

 

Vocabulary

  • religion, culture, society, myth, oracle, legends, niche, temples, Mount Olympus, civilisation, Athens, belief, polytheism, Homer, epic poems

 

Revision

  • To recall two significant Egyptian gods/goddesses

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 4

Outcome

  • To identify what a city-state and explain the significance of Athens

 

Vocabulary

  • democracy, Polis, significance, politics, city-state, republic, barracks, colonies, acropolis, agora, monarchies, Athens, democracies, oligarchies

 

Revision

  • Explain why the Nile was important for the success of Ancient Egypt

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 3

Outcome

  • To compare Sparta and Athens

 

Vocabulary

  • democracy, oligarchy, rights, Athens, Sparta, honour, narrative, sources, monarchies, triremes, Peloponnesian

 

Revision

  • To recall the diagram of the hierarchical ruling system of the Ancient Egyptians

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 5

Outcome

  • To evaluate the beginning of democracy in Athens

 

Vocabulary

  • evaluate, citizen, slave, government, parliament, direct democracy, citizens, representative, participated, ekklesia, impeached, Pnyx, banished, ostracism, Peloponnesian wars

 

Revision

  • To explain what was new about the Neolithic Age

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 6

Outcome

  • To construct what life was like for Ancient Greek citizens

 

Vocabulary

  • construct, citizen, slave, agora, diet. Religion, gender, trade, theatre, symposium, myths, chiton, himation

 

Revision

  • To discuss how much life changed when man learned to farm

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 7

Outcome

  • To appraise what life was like for women in Ancient Greece

 

Vocabulary

  • wealthy, peasant, household, chiton, spheres, chores, separate, appraise, household, agora, restrictions

 

Revision

  • To examine what life was like In Ancient Egypt, from the Pharaoh to the slaves

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 1

Outcome

  • To compare the importance of the ancient and modern Olympic Games

 

Vocabulary

 

Revision

  • To compare Ancient with Modern Egypt

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 2

Outcome

  • To inspect art, literature and architecture in Ancient Greece.

 

Vocabulary

 

Revision

  • To describe Khalo’s art

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 3

Outcome

 

Vocabulary

 

Revision

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 4

Outcome

  • To discuss whether Alexander deserved to be called ‘Great’

 

Vocabulary

 

Revision

  • To examine the discovery of Tut’s tomb

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

 

Week 5

Outcome

  • To examine other Greek figures relating to modern maths, science and philosophy

 

Vocabulary

 

Revision

  • To recap the discoveries of Magellan

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 6

Outcome

  • To examine other Greek figures relating to modern maths, science and philosophy

 

Vocabulary

 

Revision

  • To recall the significance of Earhart

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 7

Outcome

  • To compare Ancient Greek ideas with Ancient Egypt

 

Vocabulary

 

Revision

  • To explain why the pyramids were built

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 1

Outcome

  • To demonstrate the impact of Ancient Greek scientific discoveries on the modern world

 

Vocabulary

 

Revision

  • To argue the impact of Ancient Egyptians on life today

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

 

Week 2

Outcome

  • Essay: How did the Ancient Greeks shape the modern world

 

Vocabulary

 

Revision

  • To interpret hieroglyphics and recognize the significance of the Rosetta Stone

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 3

Outcome

  • Essay: How did the Ancient Greeks shape the modern world (plan and begin to write)

 

Vocabulary

 

Revision

  • To discuss how much life changed when man learned to farm

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 4

Outcome

  • To assess my knowledge of the Ancient Greeks

 

Vocabulary

 

Revision

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

 

Week 5

Outcome

  • To identify who the Romans are and place them in a timeline

 

Vocabulary

 

Revision

  • Locate the stone to iron age on a timeline

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 6

Outcome

  • To describe what Celtic Britain was like before the Romans arrived

 

Vocabulary

 

Revision

  • To describe who the Celts were and what they believed

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 1

Outcome

  • To explain why the Romans invaded Britain

 

Vocabulary

 

Revision

  • To explain how Ancient Egypt came to an end

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 2

Outcome

  • To assess the invasions of Britain by Julius Caesar and Emperor Claudius

 

Vocabulary

 

Revision

  • To explain who the beaker people were

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 3

Outcome

  • To judge the significance of Boudicca

 

Vocabulary

 

Revision

  • To describe why the cheddar man is peculiar

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

 

Week 4

Outcome

  • To examine why the Romans built Hadrian’s wall

 

Vocabulary

 

Revision

  • To examine why the Ancient Egyptians  built the pyramids

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 5

Outcome

  • To compare life in a Roman town to Roman countryside

 

Vocabulary

 

Revision

  • To compare the changes from the Stone Age to the Iron Age

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 6

Outcome

  • To appraise the role of religion in Roman culture

 

Vocabulary

 

Revision

  • To express the role of Gods in Ancient Greek culture

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 1

Outcome

  • To recognize what life was like for women in Roman Britain

 

Vocabulary

 

Revision

  • To appraise what life was like for women in Ancient Greece

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 2

Outcome

  • To debate the importance of technology in Roman Britain

 

Vocabulary

 

Revision

  • To assess whether man was just a ‘simple hunter gatherer’

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 3

Outcome

  • To compare living as a Celt and a Roman in Roman Britain

 

Vocabulary

 

Revision

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

 

 

 

Week 4

Outcome

  • To question how we know about the Romans and compare Bede and Tacitus

 

Vocabulary

 

Revision

  • To discuss the sources that provide information about the Stone Age

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 5

Outcome

  • To evaluate what changed and what stayed the same in 400 years of Roman rule in Britain

 

Vocabulary

 

Revision

  • To evaluate how Homo Sapiens became the world’s dominant species

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 6

Outcome

 

Vocabulary

 

Revision

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 1

Outcome

  • To analyse why the Romans left Britain

 

Vocabulary

 

Revision

  • To judge why Ancient Egypt ended

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 2

Outcome

  • To demonstrate the impact of Ancient Greek scientific discoveries on the modern world

 

Vocabulary

 

Revision

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

 

Week 3

Outcome

  • Essay: Did  the Romans shape Britain more than the Stone Age

 

Vocabulary

 

Revision

  • To discuss how much life changed when man learned to farm

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 4

Outcome

  • Essay: Did  the Romans shape Britain more than the Stone Age

 

Vocabulary

 

Revision

  • To evaluate how Homo Sapiens became the world’s dominant species

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

 

Week 5

Outcome

  • To assess knowledge and understanding of the Ancient Romans

 

Vocabulary

 

Revision

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Week 6

Outcome

  • To assess knowledge and understanding of the Ancient Romans

 

Vocabulary

 

Revision

 

Historical aim from the National Curriculum

 

Historical substantive concept

 

Historical skill – disciplinary/second order concept

Ancient Greece and Ancient Romans

Continuing chronologically, Year 4 looks at the Ancient Greek followed by the Ancient Romans. As with all topics in each year group, the topic begins with revisiting a timeline that refreshes their knowledge and gives them an accurate idea of when these events and ideas took place.

 

Ancient Greece is a big topic for considering an ‘impact on the modern world’, with a closer look at the beginning of democracy, key figures such as Pythagoras Aristotle, as well other ancient Greek inventions (and the Olympic games).

 

Children also look at what life was like for children and women, as well as other broader ideas like religion, trade, military, politics and architecture.

Historical Concepts

history parliament

Parliament

A formal conference for the discussion of government affairs and taking of decisions about laws.

history peasantry

Peasantry

Poor person of low social status who works on the land and owns little or none of that land.

history civilisation

Civilisation

A state of human society that is very developed and organised where people act in a civilised manner.

history empire

Empire

A large territory or group of territories under the control of one government or ruler.

history invasion sword

Invasion

An instance of one group violently forcing itself into the country or region of others.

history monarchy

Monarchy

A form of government in which the monarch is the head of state for life.

Textbooks

Ancient Greece (September—February)

Roman Britain (March—July)

Year 5

Week 1

Outcome

  • To create a historical timeline of the periods studied so far, highlighting the difference between national and international historical periods

 

Vocabulary

 

Revision

  • Including recap of Stone to Iron Age
  • International would include Ancient Greece and Egypt

Week 2

Outcome

  • To analyse why the Anglo-Saxons came to Britain

 

Vocabulary

 

Revision

  • To explain why the Romans invaded Britain

Week 3

Outcome

  • To compare the reasons behind the Anglo-Saxon invasion with the Roman invasion

 

Vocabulary

 

Revision

  • To sketch the growing importance of Trade within the Iron Age

Week 4

Outcome

  • To describe what changed and what continued when the Romans left and the Anglo-Saxons arrived

 

Vocabulary

 

Revision

  • To compare the changes from the Stone Age to the Iron Age

Week 5

Outcome

  • To assess how the Anglo-Saxons ruled in Britain

 

Vocabulary

 

Revision

  • To create a diagram of the hierarchical ruling system of the Ancient Egyptians

Week 6

Outcome

  • To compare how the Anglo Saxons lived

 

Vocabulary

 

Revision

  • To compare life in a Roman town to Roman countryside

Week 7

Outcome

  • To discuss the life of a woman in Anglo-Saxon times

 

Vocabulary

 

Revision

  • To recognize what life was like for women in Roman Britain

Week 1

Outcome

  • To assess the importance of religion in Anglo-Saxon culture

 

Vocabulary

 

Revision

  • To express the role of Gods in Ancient Greek culture

Week 2

Outcome

  • To examine the rise of Christianity in Anglo-Saxon Britain

 

Vocabulary

 

Revision

  • To appraise the role of Religion in Roman culture

Week 3

Outcome

  • To investigate opinion and fact and sources: Sutton Hoo, West Stow, King Arthur, Staffordshire hoard

 

Vocabulary

 

Revision

  • To examine the discovery of Tutankhamun’s tomb

Week 4

Outcome

  • To investigate opinion and fact and sources: Sutton Hoo, West Stow, King Arthur, Staffordshire hoard

 

Vocabulary

 

Revision

  • To analyse the Importance of Stonehenge

Week 5

Trip

Week 6

Outcome

  • To analyse the importance of trade in Anglo-Saxon times

 

Vocabulary

 

Revision

  • To locate Egypt on a map and illustrate the importance of the Nile

Week 7

Outcome

  • To examine the life of King Alfred the Great

 

Vocabulary

 

Revision

  • To judge the significance of Boudicca

Week 1

Outcome

  • To discuss whether Alfred really was Great

 

Vocabulary

 

Revision

  • To discuss whether Alexander deserved to be called ‘Great’

Week 2

Outcome

  • Case study: Anglo Saxon chronicle

 

Vocabulary

 

Revision

  • To question how we know about the Romans and compare Bede and Tacitus

Week 3

Outcome

  • To illustrate how England became one kingdom

 

Vocabulary

 

Revision

  • To evaluate what changed and what stayed the same in 400 years of Roman rule in Britain

Week 4

Outcome

  • Essay planning: Is it fair to call it the ‘Dark Ages’?

 

Vocabulary

 

Revision

  • To express whether Stone Age man was a ‘simple hunter gatherer’

Week 5

Outcome

  • Essay: Is it fair to call it the ‘Dark Ages’?

 

Vocabulary

 

Revision

  • To select the most significant Greek figures relating to modern maths, science and philosophy

Week 6

Outcome

  • To assess knowledge and understanding of the Anglo-Saxons

 

Vocabulary

Week 1

Outcome

  • To recall the position of Islamic Golden Age in history, geographically and chronologically

 

Vocabulary

 

Revision

  • Add to timeline from beginning of the year

Week 2

Outcome

  • To examine the spread of the Islamic Empire

 

Vocabulary

 

Revision

  • To analyse why the Romans left Britain

Week 3

Outcome

  • To discuss why Baghdad was built

 

Vocabulary

 

Revision

  • To examine why the Romans built Hadrian’s wall

Week 4

Outcome

  • To describe the layout of Baghdad

 

Vocabulary

 

Revision

  • To locate Egypt on a map and illustrate the importance of the Nile

Week 5

Outcome

  • To compare Ancient Baghdad to Londinium

 

Vocabulary

 

Revision

  • To construct what life was like for Ancient Greek citizens

Week 6

Outcome

  • To compare the life of a child in Baghdad to today

 

Vocabulary

 

Revision

  • To examine what life was like In Ancient Egypt, from the Pharaoh to the slaves

Week 1

Outcome

  • To appraise the significance of art and literature in Ancient Baghdad

 

Vocabulary

 

Revision

  • To inspect art, literature and architecture in Ancient Greece

Week 2

Outcome

  • Case Study: Cordoba

 

Vocabulary

 

Revision

  • To argue why the pyramids were built

Week 3

Outcome

  • To identify the key discoveries of the Golden Age of Islam

 

Vocabulary

 

Revision

  • To select the most significant Greek figures relating to modern maths, science and philosophy

Week 4

Outcome

  • To justify what was the most important discovery

 

Vocabulary

 

Revision

  • To evaluate the beginning of democracy in Athens

Week 5

Outcome

  • To compare Roman discoveries with Islamic discoveries

 

Vocabulary

 

Revision

  • To debate the importance of technology in Roman Britain

Week 6

Outcome

  • To compare Roman discoveries with Islamic discoveries

 

Vocabulary

 

Revision

  • To recap Ancient Egyptian discoveries

Week 1

Outcome

  • To explain how the Islamic Empire influenced Europe

 

Vocabulary

 

Revision

  • To argue the impact of Ancient Egyptians on life today

Week 2

Outcome

  • To examine the reasons for the decline of the Islamic empire and compare to the fall of the Romans

 

Vocabulary

 

Revision

  • To judge why Ancient Egypt ended

Week 3

Outcome

  • If you had to choose 6 objects that best exemplify the topic, what would they be

 

Vocabulary

 

Revision

  • Same question, Egyptian topic

Week 4

Outcome

  • Essay: What was the legacy of the Golden Age of Islam?

 

Vocabulary

 

Revision

  • To demonstrate the impact of Ancient Greek scientific discoveries on the modern world

Week 5

Outcome

  • Essay: What was the legacy of the Golden Age of Islam?

 

Vocabulary

 

Revision

  • To argue the impact of Ancient Egyptians on life today

Week 6

Outcome

  • To assess my knowledge and understanding of the Golden Age of Islam

 

Vocabulary

Anglo-Saxons

Year 5 starts where the Romans left off with Anglo-Saxons, where children are initially encouraged to consider more ‘why’ questions and other examples such as what continued and what stayed the same. Life of a woman and law and order are also looked at to allow children to draw more comparisons across topics with what they have previously studied.

 

Religion and culture are heavily addressed in this topic, as well as more in depth and involved usage of key historical ideas like ‘archaeology’, Leading them to draw conclusions and use relevant historical information when assessing trade in Anglo-Saxon time as well as other factors like religious belief. Similarly to Year 4, the greatness of a figure such as Alfred is pulled into question, as well as more detailed evaluations of key sources of history such as the Anglo-Saxon chronicle.

The topic ends with an essay that pulls together their knowledge and skills into a piece that highlights their understanding (‘Is it fair to call it the dark ages?’). During this essay writing, children look back on the essay they did in year 3 (express whether humans were ‘simple hunter gatherers). This use of past lessons as revision at the beginning of each lesson has been carefully constructed to allow them to make connections themselves more organically.

Historical Concepts

history parliament

Parliament

A council of state with executive powers first demonstrated in medieval England.

history peasantry

Peasantry

A social class of people who till the soil as small landowners or agricultural labourers.

history civilisation

Civilisation

A society under governance by a state that has a developed culture, language, writing system and currency.

history empire

Empire

An extensive territory or territories under single political domination or control.

history invasion sword

Invasion

The incoming or spread of something usually harmful, especially an incursion of an armed force for conquest or plunder.

history monarchy

Monarchy

A form of government in which supreme power is held by one person for life, usually passed on hereditarily.

Textbooks

Anglo-Saxons (September—February)

The Golden Age of Baghdad (March—July)

Year 6

Week 1

Outcome

  • To place the WW2 in my wider knowledge of history

 

Vocabulary

  • chronology, century, AD, BC, war

 

Revision

  • To review Stone to Iron Age and international periods

Week 2

Outcome

  • To judge whether Britain had to go to War in 1939

 

Vocabulary

  • appeasement, empire, legacy, causation, Prime Minister, impact

 

Revision

  • To describe the Ancient Egyptian military

Week 3

Outcome

  • To discuss why it was necessary for children to be evacuated from South Woodford

 

Vocabulary

  • evacuee, source, local, blitz, raid

 

Revision

  • evacuee, source, local, blitz, raid

Week 4

Outcome

  • To discuss why it was necessary for children to be evacuated from South Woodford

 

Vocabulary

 

Revision

  • To judge the significance of Boudicca

Week 5

Valence House Trip

Week 6

Outcome

  • To compare the life for an evacuee to other children during WW2 and today

 

Vocabulary

 

Revision

  • To describe what changed and what continued when the Romans left and the Anglo-Saxons arrived

Week 7

Outcome

  • To debate whether Dunkirk was a ‘miracle’

 

Vocabulary

 

Revision

  • To debate the importance of technology in Roman Britain

Week 1

Outcome

  • To dramatize what happened in the Battle of Britain

 

Vocabulary

 

Revision

  • How England became one kingdom

Week 2

Outcome

  • To assess my knowledge and understanding of WW2

 

Vocabulary

Week 3

Outcome

  • To discuss what life was like on the home front in South Woodford Blitz

 

Vocabulary

 

Revision

  • To compare Ancient Baghdad to London

Week 4

Outcome

  • To judge how the Second World War changed the role of women in Britain

 

Vocabulary

 

Revision

  • To appraise what life was like for women in Ancient Greece

Week 5

Outcome

  • To examine the role of propaganda up to and during the war

 

Vocabulary

 

Revision

  • To evaluate the Anglo-Saxon Chronicle

Week 6

Outcome

  • Case study:  figure of local history (Winston Churchill), and his impact on outcome of WW2

 

Vocabulary

 

Revision

  • To discuss whether Alexander deserved to be called ‘Great’

Week 7

Outcome

  • To assess my knowledge and understanding of WW2 on the home front

 

Vocabulary

 

Week 1

Outcome

  • To compare historical figures of Churchill and Hitler

 

Vocabulary

 

Revision

  • To examine the life of Alfred the Great

Week 2

Outcome

  • Essay: Who was a more effective leader, Churchill or Hitler?

 

Vocabulary

 

Revision

  • To assess the invasion of Britain by Julius Caesar

Week 3

Outcome

  • Essay: Who was a more effective leader, Churchill or Hitler?

 

Vocabulary

Week 4

Outcome

  • Recap knowledge of Anglo-Saxons Knowledge organiser

 

Vocabulary

Week 5

Outcome

  • To produce an accurate historical timeline to scale, for previously studied areas of British history
  • Extension: add a European, then a global timeline to run alongside it

 

Vocabulary

 

Revision

  • Stone to Iron, Egyptians, Greeks, Romans, Anglo Saxons, Baghdad

Week 6

Outcome

  • To distinguish who the Vikings were and question why they started coming to England

 

Vocabulary

 

Revision

  • To analyse why the Anglo-Saxons came to Britain

Week 1

Outcome

  • To compare the Viking invasion with the roman and Anglo-Saxon

 

Vocabulary

 

Revision

  • To analyse the Beaker people

Week 2

Outcome

  • To create a Viking in Britain timeline up to the capture of York

 

Vocabulary

 

Revision

  • To discuss the importance of Anglo Saxon Chronicle

Week 3

Outcome

  • Case study: Yorvik

 

Vocabulary

 

Revision

  • To evaluate the significance of Bede

Week 4

Outcome

  • To compare the importance of trade in Viking culture to the Romans and the Greeks

 

Vocabulary

 

Revision

  • To explain the influence of the Islamic Empire on Europe

Week 5

Outcome

  • To assess my knowledge and understanding of the Vikings

 

Vocabulary

Week 5

Outcome

  • To assess my knowledge and understanding of the Vikings

 

Vocabulary

Week 1

Outcome

  • To appraise the reign of Alfred the Great

 

Vocabulary

 

Revision

  • To analyse the life and achievements of Alexander the Great

Week 2

Outcome

  • To investigate the security of Britain between the Danelaw and Cnut’s reign

 

Vocabulary

 

Revision

  • To explain why it was necessary for children to be evacuated

Week 3

Outcome

  • To explain what was the significance and impact of the reign of Athelred the Unready

 

Vocabulary

 

Revision

  • To discuss the importance of Boudicca

Week 4

Outcome

  • To explain what was the significance and impact of the reign of Cnut

 

Vocabulary

 

Revision

  • To compare the achievements of Caesar and Claudius

Week 5

SATs Week

Week 6

Outcome

  • To create a timeline of key events from Lindisfarne to Cnut

 

Vocabulary

 

Revision

  • To review the timeline

Week 1

Outcome

  • To judge the significance of the last Viking invasion of ‘England’

 

Vocabulary

 

Revision

  • To discuss the fall of Islamic empire

Week 2

Outcome

  • To assess knowledge and understanding of Viking Britain

 

Vocabulary

Week 3

Rhos y Gwaliau

Week 4

Outcome

  • Essay: What was the impact of the Vikings on the formation of the Kingdom of England?

 

Vocabulary

 

Revision

  • To analyse the significance of Churchill

Week 5

Outcome

  • Essay: What was the impact of the Vikings on the formation of the Kingdom of England?

 

Vocabulary

 

Revision

  • To compare the impact of Ancient Greeks, Romans, Egyptians and Baghdad

Week 6

Outcome

  • To compare how life was different in Britain in 1066 compared to life in Roman times

 

Vocabulary

 

Revision

  • To discuss life in Stone age

World War II

Year 6 starts with an investigation into WW2. Being a London Borough school with a special connection to Winston Churchill (being a Woodford and Wanstead MP), it is useful to capitalise on this perspective by making a significant focus of the topic about South Woodford and the wider London area’s response to the war. Having this close relationship allows children to become more fully invested in our study.

 

By looking at topics like evacuation and the blitz in the local area, pupils are encouraged to empathize with their counterparts during the war – producing more considered and thoughtful pieces.

 

In terms of the broader scope of the topic, we start (as with every history topic) a look at timelines to ensure that childrens’ chronological understanding is suitably firm before moving onto more complex issues around cause and consequence of keys events like WW1, the Treaty of Versailles, Great Depression etc. This exposes children to a broad range of vocabulary and ideas that they will have come across before but forces them to exercise them in completely different circumstances. For example, a consideration of how the idea of an ‘empire’ changes or stays the same, as well as the similarities between reasons for war and its likely consequences, in addition to tier 2/3 words such as ‘treaty’.

 

Accumulation of knowledge is developed alongside ample opportunities to practise historical skills learnt throughout the school, for example evaluating whether the evacuation of Dunkirk was a miracle, to assessing the impact of Churchill on the outcome of the war as well as comparing the leadership styles of Hitler and Churchill.

Vikings

The second part of the year 6 is a study of the Vikings – more specifically their role in the struggle for the Kingdom of England in the last few centuries of the first millennium, culminating in the last Viking invasion of 1066.

 

The topic begins again with a recap of timelines and chronology, with the pupils being asked to consider global, European and national differences, before a recap in basic Anglo Saxon knowledge.

 

We revisit ideas like archaeology and again get pupils to practise their historical skills of comparison and reasoning by considering ideas like why the Vikings invaded, as well as why they are portrayed in a certain way, in addition to a revision of how to use historical sources correctly.

 

The topic follows a broadly chronological structure, analysing and appraising key events like the attack on Lindisfarne, the invasion of the ‘Great Heathen Army’ and the creation of the Danelaw. This is especially useful as a this point in the topic, pupils naturally make comparisons between key historical figures in British history like Alfred the Great and Churchill, as well as Cnut and Ethelred the Unready. Furthermore, when looking at Ethelred and his policies for placating the Viking attacks, children are encourage to see the similarities between him and Neville Chamberlain and the effectiveness of appeasement.

 

Through out he topic, the learning objectives gradually become more and more considered and appraising, moving beyond the acquisition of knowledge to its active deployment. The topic ends with an evaluation of the impact the Vikings had on the formation of the ‘Kingdom of England’, which will draw upon the wealth of historical knowledge and skills the pupils have been building up since Year 3.

History of Medicine

In Year 6 we finish the year by looking at the history of medicine in Britain. This topic extends pupil’s chronological knowledge beyond 1066 in addition to providing Year 6 with a much more detailed backdrop to what is happening in the world around us. History is always a good subject to provide pupils with ‘cultural capital’ and this topic seeks to do just that.

 

Medicine, its history and the wide ranging impact this has had on our civilisation are key elements that equip the pupils with a keener understanding of what holds together and guides human development. This allows pupils to draw their own conclusions about the nature of our society, as well as giving pupils a more specific and detailed look at how ideas and practices come into being – an understanding that can be then be adapted to an infinite number of topics. Whilst this thematic approach to British history will be challenging, it has never been more appropriate.

 

We start by considering what is meant by ‘medicine’, before applying this chronologically – looking at the medieval period followed by the Victorian age. Familiar terms such as ‘cause’ and ‘consequence’ are used when evaluating the Black Death as well as reasoning behind why Victorians held certain beliefs about medicine.

 

As with the other Year 6 topics, an appraisal of key figures and their ‘impact’ forms a central part of our study, before comparing the importance of different discoveries and time periods. These learning objectives give pupils a further chance to put into practice their reasoning and analytical skills, before culminating in a pupil-led comparison of pandemics from the last 1000 years.

Historical Concepts

history parliament

Parliament

Assemblage of nobility, clergy, and commons called by the British sovereign as the supreme legislative body in the UK.

history peasantry

Peasantry

Pre-industrial class of uneducated agricultural labourer or farmer with limited land ownership and low social status, especially living in the middle ages under feudalism.

history civilisation

Civilisation

A stage of cultural development of a society at which writing and keeping of records is attained as well as a refinement of thought, manners or taste.

history empire

Empire

A major political unit having a territory of great extent or a number of territories or peoples under a single sovereign authority, particularly that of an emperor.

history invasion sword

Invasion

An unwelcome intrusion into another’s domain, especially as an incursion by a number of people or things into a place or sphere of activity.

history monarchy

Monarchy

Undivided rule or absolute sovereignty over a state by a single person; usually a hereditary position with life tenure.

Textbooks

WWII (September—January)

Viking Britain (January—May)

History of Medicine (May—July)